Descriptive findings on learning and mental health from the Australian Early Childhood in Foster and Kinship Care study

Research has consistently demonstrated wide gaps in the academic achievement of children in foster and kinship care compared to children who are not in care. While there have been a number of responses to improve the education... [ view full abstract ]

Research has consistently demonstrated wide gaps in the academic achievement of children in foster and kinship care compared to children who are not in care. While there have been a number of responses to improve the education outcomes of school-aged children, inequalities in learning and development are evident from the earliest stages of life and tend to exacerbate over time. Current thinking on neurodevelopment as well as evidence from longitudinal childcare and preschool studies also suggest that favourable and stimulating early environments can diminish initial difficulties and change education pathways. The conclusion from this literatures suggests that high quality early childhood education and care plays an important role in supporting healthy development and helps prepare children for school. In-home learning opportunities also provide important foundations for school readiness and success at school. However, long hours in childcare can have a detrimental effect on children’s socio-emotional development, especially if programs are of poor quality, have large group sizes or are combined with poorer quality home learning environments.

Despite the importance of early years learning environments, information that would assist the design and high level monitoring of interventions specific to young out-of-home care children is extremely limited. Some information is available that suggests participation in preschool programs may be lower for young out-of-home care children than their peers, yet we have no way of knowing the type, quality and hours of early childhood education and care young children in out-of-home care typically attend; simply, whether they are using early childhood education and care that is beneficial or detrimental to development and how this combines with informal learning activities. It is apparent, however, through Australian Government payments and services available to help non parent carers, that some young children living with grandparents may be attending up to 50 hours (and in certain circumstances more than 50 hours per week) of childcare. Finally, aggregate data on the developmental and mental health needs of young children in out-of-home care is almost non-existent, so it is also difficult to know what service components might be appropriate for this cohort.

This paper reports results from the Early Childhood in Foster and Kinship Care study; an Australian national study being conducted by the University of Melbourne (Department of Social Work) and the Berry Street Childhood Institute. The objective of the ECIFKC study was to fill a gap in knowledge about the learning and development of children living in non parental care who have yet to start school (babies and toddlers as well as pre-school aged children).

Data were collected from 146 carers across the country about young children’s; developmental and mental health status, use of formal and informal childcare, participation in preschool programs and participation in informal leaving activities utilising standardised and validated tools. The main mode of survey administration was online via the project website (www.fosterandkinship.com.au), although some carers opted to complete the survey via telephone interview. The study was promoted through a variety of communication channels by peak kinship, grandparent and foster care organisations, community service organisations that deliver placement and support services and targeted early childhood services.

Results from the descriptive phase of the data analysis are presented. Playgroup, childcare and preschool attendance rates, participation in home learning activities and developmental and mental health status among the study sample are compared with children in normative samples. Explanations for observed differences are offered.